Bernardo e Izabela Petry: pai e filha na história da educação pública em Kronenthal/ Vale Real (RS)(1899-1996)

Abstract

This thesis in linked to the History and Philosophy of Education research line of the Postgraduate Program in Education at the University of Caxias do Sul (UCS). Is is Known that education is a fundamental element for society. In the case of Kronenthal, now Vale Real (RS), education stands out due to the high levels of investment in the municipality. In view of this, this thesis started from the following research problem: how were the professional and social carreers of Bernardo Petry and Izabela Petry, two teachers from different generations, both working in the Public Education of Kronenthal/Vale Real (RS), formed in the period beween 1899 and 1996? In order to answer this research problem, the general objectives is to understand the actions and peculiarities of the school subjects Bernardo and Izabela Petry, from 1899 to 1996, during their work in the public education system of Kronenthal, now Vale Real (RS), in order to tell their story in this location. We chose to understand the trajectory of Izabela and her father, Bernardo, because both played an important role in Kronenthal, acting as teachers and leaving a legacy in local education. Even though they are father and daughter, they lived in different situations and conditions: a man and a woman, both teachers, occupying, in addition to the classroom space, also the space in society. To support the writing about Bernardo, we start from Cultural History, using as theoretical references Sirinelli (1996), Alves (2019, 2023); and also Chartier (2002), to address the representations. In order to compose the writing about Izabela Petry, the research seeks support in the history of women, such as Perrot (2005, 2006, 2007); Juliá (2001), Viñao Frago (1995), Magalhães (2004), Escolano Benito (2018) and Vidal (2005b, 2006a, 2009); to discuss school cultures and practices. Based on the research, documents were gathered about the professional activities of teachers and also documents related to their social and political life. As a methodology, documentary analysis was adopted, supported by Cellard (2008), Luchese (2014b), Le Goff (2013), Dubois (1993), Kossoy (1999), since the documents constitute an essencial part of the history of Professor Bernardo Petry. The oral history methodology was also used, since narratives from interviews with former students of Izabela were analyzed. This analysis was based on Alberti (2013, 2017), Grazziotin and Almeida (2012) and Errante (2000). From this research, it became clear that Professor Bernardo Petry was an intellectual mediator, due to his social and education engagement and his professional and personal path. Regarding Professor Izabela Petry, she left an immense legacy from her work both as a teacher and as a civil servant-due to the new policies, she had to stop working as a teacher because she did not have training, and, therefore, she began workins as a civil servant at the school. Despite this, even after her father's death, she continued to act as a leader in the local society for having continued working in teaching, deserving due recognition for her work as a promoter of Public Education.This thesis demonstrated the importance of a vertical analysis of two historical subjects, father and daughter, and from there, problematized what was effectively intertwined in the process of doing Education. [resumo fornecido pelo autor]